This study aims to find out the meaningful effect of employing cognitive strategies instead of traditional methods on reading and vocabulary as a change for today's educational system at high school. To inflame the interest of collaborating teachers who are not aware of differences between male and female ability and so as to fill the gap between vocabulary and reading comprehension, the current researcher set to examine the impact of employing cognitive strategies on reading and vocabulary learning achievement across gender. To do so, 64 male and female subjects from a total of 90 intermediate participants were homogenized through the Nelson proficiency test in four classes as 32 experimental and 32 control group. Then pretest and posttest were administered to both groups. The procedure lasted for 2 months and 16 sessions. The experimental groups received instruction as treatment regarding cognitive learning strategies (summarizing, note-taking, and re-reading) respectively, whereas the control groups received conventional instruction on the basis of their textbook. The results of the Wilcoxon run on the gained scores rejected the null hypotheses of the research saying that cognitive strategies have no effect on EFL learners' vocabulary and reading comprehension, as well as, showing no difference across gender. The study implies that the researchers find it helpful to see the bridging gap between vocabulary and reading comprehension by the cognitive strategies.